사이버 강좌 강의개선 방안 연구

Abstract

Cyber education is an intentional and planned teaching-learning activity carried out in an electronic virtual space through the utilization of the characteristics and resources of the web. In this study, three professors who have been running cyber lectures for more than 3 years collaborated to study the problems and improvement methods of cyber lectures to prepare a higher quality cyber lecture operation plan. Today, virtual education in the Internet cyberspace is being established as a new teaching and learning space and a new culture within universities. As the number of cyber courses at each university increases, the definition of learning as well as the teaching and learning mechanisms are rapidly changing. For the continuous improvement and development of cyber education, this study looked back at the current state of cyber lecture operation and explored ways to improve the course. In the post-corona era, the proportion of non-face-to-face classes is expected to increase compared to pre-coronavirus. The rapid change of the ecosystem due to climate change is forcing us to adapt to the daily routine of crises such as the with corona and the with virus. The fortunate thing in this situation is that even in the midst of the chaos of the university education field, we will be able to quickly stabilize the educational field through the accumulated know-how of the existing cyber courses and continuous improvement work. Furthermore, in the face of the crisis caused by COVID-19, it is necessary to boldly innovate university education in the future and use the crisis in the education field as an opportunity. Traditional education, which requires the transfer of knowledge in the university education process, will not be a big problem if it is conducted through non-face-to-face or distance education such as online, mobile, YouTube, and video education. It is a task to be solved in the future whether it will be possible to bring the interaction between instructors and learners, which is the greatest strength of face-to-face classes, to non-face-to-face classes. Through this study, I think that a group of ideas about it have also been presented. Through cyber lectures, each professor mobilizes various ideas for student participation to go beyond the simple knowledge transfer education and encourage students to learn on their own through storytelling, discussion, monitoring between learners, activating comments, and traveling to the country. This is the presentation of an experiential model of foreign language learning through proxy experience. However, there were many improvements in the existing cyber lectures, and it is expected that this will not only contribute to the operation of higher quality cyber lectures in the future, but also give many implications to the educational field in the non-face-to-face era.